Regular School Students Research Articles

Exploring Cognitive Skills and Academic Outcomes of Poverty-Affected English Language Learners in Indian Primary Schools

This study investigates the cognitive performance of primary school children in India who are English Language Learners (ELL) and live in poverty. Cognitive performance was assessed using the Das-Naglieri Cognitive Assessment System (CAS2 was not constructed). There is a scarcity of studies on participants who are both ELL and live in poverty, and many such children are often found to be intellectually deficient. This study examines the performance in PASS measures (Planning, Attention, Simultaneous, Successive) and their correlation with academic achievement, particularly in reading and mathematics. We assessed the performance of 80 primary school students residing in slum areas (mean age: 9.8 years), matched in age and grade with 70 regular school students from areas outside the slum (mean age: 9.11 years). It was hypothesized that ELL regular school students would exhibit average Das-Naglieri CAS scores as per established American norms.

Lessons learned from Norway: a values-based formulation of inclusive education

ABSTRACT Given the numerous conceptual approaches to understanding inclusive education, there is an obvious risk of fragmentation and stagnation in the field. In response, this paper aims to contribute to advancement by going beyond previous work and developing a holistic formulation of inclusive education. Its starting point is that the persistent challenge of offering equal opportunities and full participation for all students in regular schools appears to have complex causal explanations on multiple levels, including the ideological/political, practical, and individual/subjective. This holistic formulation draws on analyses of a) the connections between inclusive education, student diversity and the concept of special educational needs, b) some problematic experiences from Norway, and c) the current state of the field. In this formulation, three core values of inclusion— welcoming communities, combating discriminatory attitudes, and education for all – as articulated in the Salamanca Declaration, are linked to the institutional practice principles of participation, human diversity, and differentiation. The discussion explores these values and their alignment with the principles of inclusive practice and students’ inclusionary outcome in school. Furthermore, the interplay among these values and their corresponding principles of practice principle is illustrated, emphasising the need for awareness when prioritising one over another, both in research and practice.

중･고등학생의 참여자치역량 실태 분석: 개인 및 학교 요인의 차이를 중심으로

This study aimed to examine the level of Participatory Governance Competence among middle and high school students in Seoul, and to explore the differences in competence levels according to individual-level and school-level factors. To achieve this, a mixed-methods approach combining quantitative analysis using surveys and statistical analysis, and qualitative approach through FGI was conducted. The main variables were selected as ‘gender’ and ‘parents’ level of concern for social issues’ as individual factors, and ‘innovative school status’ as a school factor. The findings of this study are as follows. First, the Participatory Governance Competence of students scored above 3.5 out of 5 for all factors, but the school-level ‘autonomy’ and the societal-level ‘public interest and solidarity’ factors were relatively low. Second, there were differences in students’ competence levels depending on the ‘innovative school status’. In general, cognitive factors scored higher among regular school students, while normative factors scored higher among innovative school students. Third, there were differences in competence among students depending on gender or parents’ level of concern for social issues, confirming the need for efforts in school education. Based on these results, the following policy implications are proposed. First, there is a need to transform from ‘administratively existing student councils’ to ‘student councils with guaranteed substantive participation’. Second, schools need to regularize opportunities for student participation and feedback on decision-making to enhance students’ efficacy.

The reality and obstacles of teaching Saudi Arabian Sign Language (SASL) to hearing students in regular schools: Alshams Private School as a model

IntroductionThis study delves into the reality and challenges associated with teaching Saudi Arabian Sign Language (SASL) to hearing students within the context of regular schools.MethodsA descriptive survey methodology was employed, utilizing a researcher-developed questionnaire. The sample comprised 148 participants, including 94 male and 54 female fifth- and sixth-grade students from Alshams Private School in Riyadh, Saudi Arabia.ResultsThe investigation unveiled various obstacles in SASL instruction, encompassing the absence of Deaf sign language teachers, limited availability of diverse levels or courses for sign language education, occasional student embarrassment, and challenges related to the learning environment and resources. Gender-based differences were observed, with female students exhibiting a more positive outlook on the feasibility of SASL instruction. However, no gender-based distinctions were evident concerning perceived obstacles or overall questionnaire responses. Additionally, no significant differences emerged between fifth- and sixth-grade students in their perceptions of obstacles or questionnaire responses.DiscussionThe findings offer valuable insights into the challenges and student perceptions associated with SASL instruction in Saudi Arabian schools. Notably, the study provides a foundation for further research and potential improvements in sign language education.

Principals’ Attitudes toward the Inclusion of Special Education Students in Regular Schools: Associations with Self-Efficacy, Satisfaction, and Stress at Work

Principals’ Attitudes toward the Inclusion of Special Education Students in Regular Schools: Associations with Self-Efficacy, Satisfaction, and Stress at Work

Association between school context and occurrence of multiple sexual partners: cross-sectional study with multilevel analysis.

The objective was to investigate the association between the school context and the occurrence of multiple partners among adolescents, considering individual variables (age, gender, Bolsa Família, LGB, early sexual initiation and use of alcohol or drugs in the last sex). Cross-sectional study with multilevel analysis carried out in 2018 with adolescent students from Olinda, Brazil. The variable (multiple partners) was collected based on the 'Youth Risk Behavior Survey' questionnaire. School context variables were time in school (regular school vs. full/semi-full school) and the Social Vulnerability Index of the school district. Of 2,500 participants, 1,044 were analyzed for being sexually active and most had two or more partners (63.89%). Regular school students were more likely (OR 1.47, CI 1.10-1.97) to have multiple sexual partners compared to those in full-day schools/half-day schools. However, no association was found in relation to the SVI of the schools' neighborhoods (OR 1.18, IC 0.82-1.70). More time spent at school was associated with fewer chances of multiple sexual partners, while studying in schools located in highly vulnerable neighborhoods was not associated with the occurrence of multiple sexual partners among adolescents.

Associação entre o contexto escolar e a ocorrência de múltiplos parceiros sexuais: um estudo transversal com análise multinível

Abstract The objective was to investigate the association between the school context and the occurrence of multiple partners among adolescents, considering individual variables (age, gender, Bolsa Família, LGB, early sexual initiation and use of alcohol or drugs in the last sex). Cross-sectional study with multilevel analysis carried out in 2018 with adolescent students from Olinda, Brazil. The variable (multiple partners) was collected based on the ‘Youth Risk Behavior Survey’ questionnaire. School context variables were time in school (regular school vs. full/semi-full school) and the Social Vulnerability Index of the school district. Of 2,500 participants, 1,044 were analyzed for being sexually active and most had two or more partners (63.89%). Regular school students were more likely (OR 1.47, CI 1.10-1.97) to have multiple sexual partners compared to those in full-day schools/half-day schools. However, no association was found in relation to the SVI of the schools’ neighborhoods (OR 1.18, IC 0.82-1.70). More time spent at school was associated with fewer chances of multiple sexual partners, while studying in schools located in highly vulnerable neighborhoods was not associated with the occurrence of multiple sexual partners among adolescents.

Issues and challenges faced by Brazilian adults to learn English

In Brazil, all students in regular schools have English classes at some point in their lives, most of them usually start in 6th grade. However, when teachers and job interviewers ask about their knowledge, the answers show that they cannot speak, read, or write the language well. The Brazilian Educational Law of Guidelines and Bases requires a “foreign language” which may be Spanish, for example. When they become adults, it is essential to speak a second language to get better job opportunities. This study has investigated some aspects of English teaching/learning in Brazil, which may encourage many people to come to the U.S. to learn. Nowadays, there is a big wave of Brazilians coming to study English as an additional language. The study has mainly focused on adult Brazilian English learners living in the U.S. and it has identified the profile of these adult students, their motivation, their challenges, as well as issues about age, affection, and beliefs related to this topic. Palavras-chave: english learners; adults; USA.

Analisis Desain Pembelajaran Al-Qur'an Visual untuk Anak Autis di SLB Riverkids Malang Â

Students of Riverkids Special School Malang have their own uniqueness in studying. They have different learning styles from other regular school students. The learning style of Autistic children is dominantly by memorizing information as it is (rote learner), and autistic students can even understand faster when they are provided with pictures to help them understand the information (visual learner). This study aims to investigate what media the autistic students used to learn how to read Quran at Riverkids Autism Special Schools Malang so they could recite Quran fluently. The study was conducted using three kinds of instruments: interviews, observation, and learning supporting documents. The researcher applied qualitative approach with the type of field research. Triangulation technique was used for data validation testing, which was using RPP (Lesson Plan) for observation, and then triangulation was used to obtain data from the interviews through the main questions asked to the headmaster, subject teachers, and students. The results of the study indicated that Quran learning at Riverkids Autism Special Schools Malang applied visual-based media. The Quran learning process included four stages: first, determining the materials and objectives based on independent curriculum; second, teaching aids adjustment; third, conditioning the class; forth, implementation of learning process.Â

Attitude of rural students towards inclusive classroom at secondary level: A case of Burdwan District

Attitude of rural students at secondary level towards inclusive classroom is about appreciating differences and modifying the strict educational system to accommodate the requirements of all kind of students. Every child should have access to high-quality education as it is a fundamental human right. Children with special needs, regular school students, educators, and society everyone benefit from teaching-learning in inclusive classrooms. In the current study, the prime objective is to compare the attitude of rural students towards inclusive classroom at secondary level with respect to gender (male and female) and type of school (government and private). The investigators studied 94 samples from rural secondary school of Pandaveswar block of Burdwan district in West Bengal through self-made questionnaire of Shalini Gupta (2012) and also used Mean, SD, t-test, and analysis by SPSS-20.0 version for analyzing the collected data. The findings of the present study unfold that there is no significant difference between male (Mean=49.69) and female (Mean=50.34) and their remains significant difference between government and private rural secondary students’ attitude towards inclusive classroom of Burdwan district in West Bengal. On the other hand, out of 94 samples, 9.58% of students have extremely high and 39.36% of students have high level attitude towards of inclusive classroom. Similarly, 36.16% of students’ average and 12.77% of students have low and also only 2.13% of student have extremely low level attitude towards inclusive classroom of rural secondary school students of Burdwan district in West Bengal. So, it understood that private school teachers have better attitude towards inclusive classroom at secondary schools.

POLA TINDAKAN GURU DALAM MENDIDIK ANAK PENYANDANG ADHD DI SD ISLAM PERMATA MOJOSARI

People with ADHD are free to pursue their education, in both inclusive and regular schools with adequate facilities. In reality, some schools accept ADHD without consideration, especially the Permata Mojosari Islamic Elementary School which is a new school. The purpose of the study was to analyze the pattern of action teachers and ADHD students in regular schools. The research method uses qualitative ethnomethodology theory by Harold Garfinkel. The analysis technique uses ethnographic methods. The research subjects were ADHD students and teachers at the elementary school through observation, interviews, and documentation. The results are, first, ADHD students follow the lesson like normal students, but their seats are close to the teacher. Second, students provide special understanding. Third, students think about solving questions. Fourth, the teacher helps write the spelling based on the students' answers. Fifth, the writing is in his book. Sixth, when students are bored, they are given knick-knacking therapy. Seventh, when students succeed in carrying out the instructions correctly, a reward is given, when it violates social norms, punishment is given. The pattern of action in Garfinkel's ethnomethodology is influenced by the ability of the teacher.

Intelligent Analysis on the Rationalization of Children’s Physical Education Curriculum Based on Recurrent Neural Networks

In the future, the majority of PE (physical education) students in regular schools will become preschool teachers. As a result, these students’ sports habits and feelings will have a direct impact on future preschool education and the training of preschool children’s sports habits. As a result, PE curriculum in preschool normal schools must adapt to the future development of preschool education. This article develops a scientific, reasonable, and valuable children’s PE curriculum by constructing the basic framework of modern children’s PE curriculum. As a result, this research proposes two RNN-based models: one is a personalized recommendation model for children’s PE curriculum—LSAPR (long short-attention point-of-interest recommendation) model, and the other is a recommendation model for children’s PE curriculum sequence LSTM-RNNSR (long- and short-term memory-RNN sequence recommendation). The two models proposed in this paper have produced good off-line experimental results in various datasets, as well as a real-time personalized point-of-interest recommendation effect in practice.

Adherence to Remote Microphone System use at school in children and adolescents with hearing loss.

To identify relationships between Remote Microphone System (RMS) use in the classroom and the schools' and teachers' characteristics. We analyzed 120 subjects aged 5 to 17 years with hearing loss who had received an RMS from a health service accredited by the Unified Health System (SUS). The teachers of RMS users were the other subjects in the study. We analyzed the patients' medical records and interviewed their parents/guardians at the follow-up visit to verify issues related to the RMS and its use at school. We contacted the schools over the phone and visited some of them. Of the students, 54% used the device at school; 22% involuntarily did not use it; and 24% voluntarily did not use it. The Speech Intelligibility Index pattern of those who used the RMS was similar to those who involuntarily did not use it. There was a significant difference between the type of school and educational level - 86% of regular school students and elementary school students tend to use the device more often (62%). Most subjects use the RMS at school. The students' educational level also interfered with the adherence to RMS use, as elementary school students had a higher adherence. The data suggest that the coordination between health services and schools favors RMS use. However, when the parents mediate this relationship, other factors interfere with the systematic RMS use in the school routine.

Assessing Aspects Of Strength, Concentration, Interest, Physical Activity And Body Mass Index

This study describes the strength, concentration, interest, physical activity and body mass index between regular schools and Islamic boarding schools based schools. The results of this study were carried out as material for evaluating the interests of interests. This research is a non-experimental quantitative research. The sample in this study were high school students in regular schools and Islamic boarding schools in Kab. Bojonegoro. The number of regular students is 221, students of Islamic boarding schools are 245. The instruments used to measure the variables of this study include: the strength variable (Push Up, Sit Up, Back Up). Concentration variable using grid concentration test. Interest variables using a questionnaire. The physical activity variable used the international physical activity questionnaire (IPAQ short). The body mass index variable uses the national nutritional obesity formula. This research was conducted semi-online. Items of interest and physical activity were carried out offline, while physical fitness, concentration and body mass index were carried out boldly. Regular school excels at item strength and physical activity. Islamic boarding school-based schools are superior in concentration and interest. Regular school students tend to be obese than boarding school students.

DEVELOPING AN ENGLISH MODULE FOR ISLAMIC BOARDING SCHOOLS IN WEST NUSA TENGGARA

The Islamic boarding schools need special materials, teaching methods, or media because Islamic boarding schools (IBS) have different cultures and educational system from students in regular schools in which some points of educational system and culture in IBS can be adopted in public education system such as personality, leadership, and authority (Hidayat in Hidayat, 2016). This study aims to identify the target needs, learning needs, and develop an appropriate English module for grade eleven students of Islamic Boarding Schools. The research method used in this study is Research and Development (R&D). The evaluation of the module used a questionnaire with ranging a 4-point Likert scale from 1 (disagree), 2 (fair), 3 (agree), and 4 (strongly disagree) with 40 items. The results of the questionnaire calculated in quantitative data conversion with four categories namely poor (1.00-1.75), fair (1.76-2.51), good (2.52-3.27) and very good (≥ 3.28). The results of the need analysis indicate that most students prefer topics of daily life, religion, and education. Each unit has eight components, namely: unit title, objectives, warm-up, main activities, summary, reflection, evaluation, feedback, and follow-up. The first try-out of the second draft shows that the draft is needed to be revised since the average score is within the data interval of 2.52 ≤ ≤ 3.27. Meanwhile, the third draft is considered appropriate and applicable as indicated by average score within the interval of ≥ 3.28. The recommendation for future research is government and other scholars expected to design and develop textbooks that are relevant to Islamic values and contexts.

IMPLEMENTASI LAYANAN BIMBINGAN KARIR BAGI ANAK TUNAWICARA DI SMPLB YPAC PALEMBANG [IMPLEMENTATION OF CAREER GUIDANCE SERVICE FOR SPEECH IMPAIRED CHILDREN IN SMPLB YPAC PALEMBANG

This study aims to determine the concept of career development for a speech impaired, as well as to understand the concept of implementation of development and strategies for the development of career guidance for a speech impaired children at SMPLB YPAC Palembang. This study uses qualitative research using data analysis techniques with Miles and Huberman models, data collection techniques through primary data, and secondary data through observation, in-depth interviews, and documentation. The findings of this study are a career guidance that has been programmed in a guidance and counseling services. But in its implementation it is not optimal, because there is several obstacles both in terms of learning and needs, learning barriers here are not optimal planning and a preparation of a career guidance programs. Career guidance services are a principle for children with special needs or children with disabilities where each process is the same as a career guidance for students in regular schools,but there is slight differences in the stages of implementation, services, development strategies and the results of a career guidance programs obtained for children with special needs or a speech impaired children.

The Gap Between Youth and Politics: Youngsters Outside the Regular School System Assessing the Conditions for Be(com)ing Political Subjects

Approaches to youth engagement typically focus on withdrawal from conventional politics and participatory transformation. In this paper, we argue that such approaches fall short in grasping how groups with blended styles of relationship with politics assess their political ownership. This became apparent when, in the context of European elections, the rise of extreme right wing in Europe and intensification of austerity in Portugal, we discussed the circumstances framing youth’s relationship with politics with 40 youngsters outside regular school. Quantitative data from regular-school students on the same topic were used to trigger focus groups and later used by participants to interview their peers. Participants displayed ‘ordinary’ approaches to engagement, attributing an unexpected relevance to vote. Socioeducational disadvantages and self-blaming perspectives were actively contested, and the gap between youth and politics is to be filled by a normative equipment, with the school indicated as a fundamental, structured and unbiased locus of political education.

Atendimento educacional especializado sob a perspectiva do CAS/Goiânia: parâmetros para a escola regular

O presente trabalho tem como tema o Atendimento Educacional Especializado (AEE) para crianças surdas. Sua abordagem se deu a partir da seguinte inquietação: em que medida o AEE ofertado no Centro de Capacitação de Profissionais da Educação e Atendimento às Pessoas com Surdez (CAS), situado na cidade de Goiânia-Goiás, oferece parâmetros para o AEE da escola pública regular? A fim de responder a esta inquietação, realizamos um estudo bibliográfico em Damázio (2007), Honora (2014), Quadros (2006), dentre outros, aliado a uma pesquisa empírica de cunho qualitativo, a qual objetivou analisar a performance do Atendimento Educacional Especializado ofertado no CAS/Goiânia, de forma a enunciar parâmetros de AEE para estudantes surdos nas escolas regulares. Como procedimento metodológico, foi realizada entrevista semiestruturada, direcionada às duas professoras de AEE, vinculadas ao CAS, sendo uma surda e outra ouvinte. Os resultados da pesquisa apontam que o AEE ofertado pela instituição pesquisada está de acordo com os pressupostos teóricos de estudiosos da área e oferece parâmetros para que a escola regular desenvolva o AEE para discentes surdos, levando em consideração os três momentos deste atendimento, tendo em vista a aprendizagem bilíngue das crianças surdas e, consequentemente, sua inclusão social.

What happens to young adults who have engaged in self-injurious behavior as adolescents? A 10-year follow-up

This study examined the longitudinal associations between non-suicidal self-injury (NSSI) in early adolescence and various positive and negative aspects of mental health in young adulthood. The participants were a cohort of regular school students (n = 1064) in grades 7–8 from a Swedish municipality. Nine hundred and ninety-one of these completed an 11-page questionnaire (T1: Mage = 13.7; 50.3% girls); 1 year later, 984 students completed the questionnaire again (T2: Mage = 14.8; 51.1% girls); and 10 years later, 557 took part (T3: Mage = 25.3; 59.2% women). The prevalence of any NSSI (≥ 1 instance) decreased from about 40% in adolescence to 18.7% in young adulthood, while the prevalence of repetitive NSSI (≥ 5 instances) decreased from about 18 to 10%. Compared to individuals who reported no NSSI as adolescents, and controlling for gender and psychological difficulties in adolescence, adolescents with stable repetitive NSSI (i.e., repetitive NSSI at both T1 and T2) showed significantly higher levels of stress, anxiety, NSSI, and difficulties in emotion regulation 10 years later. Even infrequent and unstable repetitive NSSI in adolescence was associated with negative outcomes in young adulthood. These results suggest that stable repetitive NSSI in adolescence is a strong risk factor for mental health problems in young adulthood and that occasional engagement in NSSI in adolescence is an indicator of vulnerability for poorer mental health in young adulthood.

School wellbeing siswa fullday school dan siswa regular school

Full-day school program is often associated with many problems in children, including perhaps physical and psychological fatigue, or a reduced intensity of interaction between siblings, which in fact will result in not achieving the comfort of school. This research has a purpose to find out whether there are differences in school wellbeing among students who attend full-day school and regular school.. The subjects in this study were 127 students of SMPN 2 Gempol who took full-day and regular education. The sampling technique was proportional stratified random sampling. The school wellbeing scale was used to collect data. The results of data analysis using the independent t-test obtained t hit 2,304 with a significance of 0.023. The mean of full-day school students 127 and regular school students 133. The results of data analysis show that there are differences in school wellbeing between full-day school students and regular school students, where regular school students have better school wellbeing compared to full-day school students, meaning that the hypothesis is accepted.